The author suggests that computers help teachers consider what education should be for students with special needs but that the potential of computers will dissipate if the real question of what students are learning is not addressed. (CL)

The author cites comments of B.F. Skinner supporting the benefits of carefully constructed computer assisted instruction (CAI) programs. Preliminary studies on military populations suggesting the value of CAI are discussed, as is the collection of information about software. (CL)

The author cautions that far from being an educational panacea, computers may actually be frustrating or even harmful for children with visual problems, including difficulties with visual-tactual development, visual attention span, and nearsightedness. A coordinated program implemented by education and clinicians is advocated. (CL)

Guidelines are offered to help special education teachers select appropriate software and integrate computer-assisted instruction (CAI) into existing curricula. (JW)

The article reviews computer applications in special education (drill and practice, tutorial programs, simulations, gaming, discovery, and problem-solving programs) and suggests approaches for publishers and educators in providing improved services in the future. (CL)

Although microcomputers will undoubtedly make a contribution to special education, educators face problems because of the poor quality of some of the available computer assisted instruction software and the limited supply of hardware. Careful implementation of the strengths of computer technology is necessary. (Author)

The paper examines the way preschool children with handicaps interact with and make their response to computer programs, suggesting that the most important factor ensuring successful computer use is finding the most appropriate method of computer access. Difficulties with software programs are noted, including problems with scanning. It is…

The paper indicates major features of microcomputer systems and suggests limitations of the current microcomputer systems for special education applications. Many questions about the effectiveness of computer assisted instruction with special populations remain. Teachers must become computer literate, knowledgeable in instructional classroom…

Addresses considerations related to the use of microcomputers in special education (e.g., costs, staff development, and determination of how computers can be used most effectively). Offers examples of successful computer applications. Finds computers especially valuable in helping handicapped students to communicate, in developing self-confidence,…

Research on the use of computers with young handicapped children is summarized. Much of the literature on the topic, it is noted, is speculative; few students are technically sound. Findings are briefly reviewed in terms of the amount of time spent using the computer, social and free play choices, software selection preferences, amount of teacher…

With the advent of readily available computer technology, we have to develop a philosophy which considers the role of computers in education. Computers can be used for much more than role learning, and a philosophy must include the far reaching contexts of computers in school and life. (CL)

In the interview, Ron Thorkildsen (director of a research project on microcomputer/videodisc and computer assisted instruction for handicapped individuals) discusses his research and development project in particular and projects his ideas concerning the future of educating handicapped students via microcomputer/videodisc technology in general.…

The paper reviews international research on computer assisted learning (CAL) for special populations and examines the issue in terms of the Canadian policy perspective. Data collection techniques included interviews and field observations with researchers, manufacturers, and policy makers. A generic model is proposed for special education computer…

Children with learning or adjustment problems can profit from carefully managed application of educational technology. Success in such a venture depends on the quality of the microcomputer, the software, and the operator of the system. A model analyzing this triadic interaction notes variables associated with the computer (hardware resources,…

The article attempts to provide a rationale for the use of computer assisted learning with handicapped and nonhandicapped students and suggests implications of computer assisted learning. Computer usage is differentiated from computer assisted learning; computer assisted learning is compared to other methods; and limitations of computer assisted…